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269 > Creativity > Flashcards

Creativity Flashcards

1
Q

(Hennessey + Amabile, 2010)

Creativity is the generation of

A

Novel + appropriate products/ideas

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2
Q

Runco (2004)

Creativity allows flexibility and

A

Facilitates adaptive changes

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3
Q

(Rhodes, 1961)

A popular way of organising creativity research is through the 4 Ps…

A

Person
Process
Press
Product

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4
Q

(Rhodes, 1961)

‘Person’ refers to

A

Intrinsic factors

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5
Q

(Rhodes, 1961)

‘Process’ refers to

A

Cognitive/behavioural factors

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6
Q

(Rhodes, 1961)

‘Press’ refers to

A

Social/environmental influences

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7
Q

(Rhodes, 1961)

‘Product’ refers to

A

Results of creative process

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8
Q

(Rhodes, 1961)

Cognitive perspective is generally categorised as

A

Process

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9
Q

Guildford (APA President 1950)

Suggested that _______ underlie creativity

A

Intellectual skills

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10
Q

(Plucker, 1999)

There is a ________ between intelligence and creativity

A

Distinction

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11
Q

Creativity is a _________ process, occurring in response

A

Reactive

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12
Q

In taking a cognitive perspective, we also take a __________ perspective

A

Psychometric perspective

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13
Q

Generating ideas is thought of as _______ thinking, whereas evaluating/implementing ideas is ____________ thinking

A

Divergent

Convergent

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14
Q

(Lewis + Lovatt, 2013)

Divergent thinking is defined as the ability to

A

Generate multiple ideas in response to a problem

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15
Q

(Runco + Acar, 2012)

There is debate in creativity research community as to whether __________ is a sufficient measure of creativity

A

Divergent thinking

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16
Q

(Runco + Acar, 2012)

There is debate in the creativity research community as to whether divergent thinking is a

A

Sufficient measure of creativity

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17
Q

3 ways of measuring DT

A
  1. Verbal
  2. Figural
  3. Physical
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18
Q

3 Examples of a VERBAL DT task

A
  1. Alternative Uses Task
  2. Consequences Task
  3. Instances Task
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19
Q

Wallach-Kogan test battery is an example of a

A

Instances task (verbal)

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20
Q

“What other uses can you think of for a brick?”

A

Alternative uses task

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21
Q

“For this task, imagine people no longer need sleep. What would happen as a consequence?”

A

Consequences task

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22
Q

“For this task, you should write down all of the original and creative instances of things that are ROUND that you can think of”

A

Instances task

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23
Q

Divergent thinking indeces (4)

A
  1. Fluency
  2. Originality
  3. Flexibility
  4. Elaboration
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24
Q

One of the divergent thinking indeces is Flexibility. This refers to…

A

Number of different categories idea can be organised into

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25
Q

A higher score in a DT task reflects higher levels of

A

DT

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26
Q

DT Tasks

Fluency and originality tend to be the ……

A

Most popular indeces

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27
Q

_______ Agreement is important for DT tasks

A

Inter-rater

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28
Q

Consensual Assessment Technique is an inter-rater method that judges whether

A

A product/idea is creative in relation to their expertise

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29
Q

2 Advantages of DT tasks

A
  1. Quick/easy

2. Can be used with range of ages

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30
Q

3 Disadvantages of DT tasks

A
  1. Relies on verbal proficiency
  2. Requires representational understanding
  3. Timed conditions?
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31
Q

2 Examples of Figural DT tasks

A

Circles

Pattern meaning

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32
Q

Figural tasks

By using drawing, its possible to tap into another form of divergent thinking that doesn’t…

A

Rely on verbal proficiency

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33
Q

Figural tasks are beneficial in that they don’t rely on verbal proficiency, but they do however rely on…

A

Fine motor skills

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34
Q

(Harrington, Block + Block ,1986)

RQ: Does DT at age 4 and 5…

A

Predict creativity at age 11?

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35
Q

(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?

Children were given ….. at age 4 and ….. at age 5

A

Instances DT

AUT

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36
Q

(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?

Who evaluated them at age 11?

A

Teachers

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37
Q

(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?

What did they find? (1)

A

DT correlated with/was a positive predictor of creativity at age 11

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38
Q

(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?

However, its possible other factors were involved, such as

A

Personality (natural curiosity)

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39
Q

Liu, Shih + Mah (2011)

RQ: Are there differences in DT in…

A

Neurodiverse populations? (e.g ASPERGERS)

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40
Q

Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?

What was the method?

A

10-11 year olds completed figural DT tests

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41
Q

Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?

The children were tested on fluency, …..(3)

A

Originality
Flexibility
Elaboration

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42
Q

Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?

Findings

Children with Asperger’s

A

Scored higher on originality/elaboration

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43
Q

Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?

Findings

Neurotypical children

A

Scored higher on flexibility

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44
Q

Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?

Findings

Although Asperger’s children may not use as many categories, their responses are

A

More detailed/unique

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45
Q

PHYSICAL DT tasks are typically used with

A

Younger children

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46
Q

Example of a Physical DT task

A

TCAM (Thinking Creativity in Action and Movement)

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47
Q

“How many ways can you MOVE across the room?”

“How many ways can you THROW this cup in a bin?”

A

Physical DT task

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48
Q

Physical DT tasks are ideal for children 3+ years because they

A
  • Do not require verbal proficiency

- Do not require fine motor skill

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49
Q

Unusual Box Test

A

Physical DT

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50
Q

Unusual Box Test

Children are required to measure the number of

A

Different actions completed with the box

51
Q

The Unusual Box Test

Takes advantages of the fact children physically…

A

Explore their environments to learn about them

52
Q

The Unusual Box Test

Verbal/non-verbal?

A

Non-verbal

53
Q

Hoicka et al., (2016)

Does PARENTAL DT relate to….

A

Children’s DT?

54
Q

Hoicka et al., (2016)

Parents completed a
Babies completed the

A

Figural DT task

UBT

55
Q

Hoicka et al., (2016)
Parental DT/Child’s DT

What was found?

A

Moderate positive correlation

56
Q

Hoicka et al., (2016)

A moderate positive correlation between parent/child DT was found

This could mean…

A

Parents have an influence on child’s DT!

57
Q

Hoicka et al., (2016)

Conclusion

Perhaps children learn how DT by….

A

Observing their parents

58
Q

Hoicka et al., (2016)

Conclusion

_____ _____ Link

A

Social learning

59
Q

3 Findings about DT (summary)

A
  1. DT can predict later creativity
  2. Neurodiverse differences
  3. Parent DT positively correlated
60
Q

Cropley (2006)

Convergent thinking is the ability to produce

A

A SOLUTION using logical/analytical thought process

61
Q

While DT is about _______ ideas, CT is about _______

A

Generating ideas

Formulating a single solution

62
Q

In DT, the goal is to produce many ideas, in CT the goal is to produce

A

A single idea

63
Q

Convergent thinking alone results in

A

No new ideas/unresolved problem

64
Q

A combination of ______ and _________ makes it more likely that an idea will be found and the problem solved

A

CT and DT

65
Q

CT

In adults and older children, psychologists can use the

A

Remote Associations Task

66
Q

Remote Associations Task - DT or CT

A

CT

67
Q

Remote Associations Task

Method

A
  1. Pps given 3 target words

2. “Come up with 4th word associated with all 3”

68
Q

Howe, Garner, Charlseworth + Knott (2011)

RQ: can priming from a false memory task facilitate

A

Adult/child RAT performance?

69
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

Method

A

Children + adults given false memory tasks followed by RATS

70
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

What was the critical lure and why?

A

‘Needle’

HEAVILY related to the other words asked to recall

71
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

RAT words given were:

A

Thread
Pine
Knitting

72
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

Finding:

Priming from DRM lists led to

A

Signif. faster RAT response in both adults/children

73
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

What was found if the critical lure was falsely produced?

A

RAT RTs were sig. higher

74
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

Conclusion

What do the findings mean? (2)

A
  1. False memories can prime problem solving

2. Spreading activation

75
Q

Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?

Conclusion

The findings suggest a ___________ of false memories

A

Positive implication

76
Q

What other measures of CT are there?

  1. RAT
    2.
A

Insight problems

77
Q

Insight problems are complex, so participants must adopt

A

A different perspective

78
Q

Insight problems

Solutions can be spatial, (2) or (3)

A

Mathematical

Verbal

79
Q

(Dow + Mayer, 2004)

Insight problem solutions can be s…(3)

A

Spatial
Mathematical
Verbal

80
Q

Insight problems measure

A

CT

81
Q

The nine-dot problem is a

A

Insight problem

82
Q

How do researchers measure CT in younger children?

A

Tool-use tasks

83
Q

Why can’t researchers use the RAT/Insight problems for very young children?

A

They don’t have complex cognitive skills required

84
Q

(Reindl, Beck, Apperly + Tennie, 2016)

Introduced the GATTeB (tool-use task) to 2 and 3.5 year olds, finding that they

A

Could spontaneously use tools to solve problems

85
Q

Beck et al., (2011)

RQ: ________ do children become proficient in tool innovation?

A

At what age

86
Q

Beck et al., (2011)

Tool manufacture is the physical

A

Transformation of materials to help solve a problem

87
Q

Beck et al., (2011)

Tool innovation is defined as i…

A

IMAGINING the type of tool suitable

88
Q

Beck et al., (2011)

Investigated tool

A

Innovation across 3-11 year olds

89
Q

“Participants asked to retrieve a bucket containing a reward from a bottle - given pipe-cleaners to make a hook”

Which researcher designed this task?

A

Beck et al., 2011

90
Q

“Participants asked to retrieve a bucket containing a reward from a bottle - given pipe-cleaners to make a hook”

Example of a ______ to test _______

A

Tool-use task

CT

91
Q

Beck et al., 2011

Findings (2)

A
  1. TI increased with age

2. Majority of 8 year olds could solve

92
Q

Beck et al., 2011

Concluded

Tool innovation is a skill that

A

Develops with age

93
Q

One barrier to children’s convergent thinking

A

Functional fixedness

94
Q

Functional fixedness

Example of a barrier to

A

CT

95
Q

Functional fixedness is a

A

Cognitive bias

Difficult to think of ways to use objects different from its traditional use

96
Q

“I don’t know how else this coat hanger can be used, other than to hang clothes…”

A

Functional fixedness

97
Q

One reason for why Functional fixedness may ooccur?

A

Accumulated knowledge of object function

98
Q

Functional fixedness

Demonstration activates accumulated knowledge of object function, creating an

A

Impasse

99
Q

Defeyter & German (2003)

RQ: Does functional fixedness….

A

Vary depending on age?

100
Q

Defeyter & German (2003)
Functional fixedness

Experimental group were shown a…

A

Demonstration of typical function of objects (target objects)

101
Q

Defeyter & German (2003)
Functional fixedness

Baseline condition were….

A

Presented objects without demonstration

102
Q

Defeyter & German (2003)
Functional fixedness

After demonstrations, the children were asked to

A

Solve a problem using target object

103
Q

Defeyter & German (2003)
Functional fixedness

What did they measure

A

Number of children who selected target object

104
Q

Defeyter & German (2003)
Functional fixedness

What did they find in the experimental (demonstration) condition

A

Less likely to select target object

105
Q

Defeyter & German (2003)
Functional fixedness

What did they find in the baseline condition

A

More likely to select target object

106
Q

Defeyter & German (2003)
Functional fixedness

How were 5 year olds affected by the demonstrations

A

Seemingly unaffected

107
Q

Defeyter & German (2003)
Functional fixedness

Conclusion (5 year olds)

A

Less susceptible to FF

108
Q

Defeyter & German (2003)
Functional fixedness

5 year olds may be less susceptible to FF - why?

A

Conceptualise objects differently

109
Q

Defeyter & German (2003)
Functional fixedness

Concluded

5 year olds may see items as means to ________, whereas older children see objects more in terms of

A

Achieve a goal

Typical/intended use

110
Q

“Heavily invested in by businesses and education, e.g. gifted and talented programmes”

A

Creativity training

111
Q

Scott, Leritz + Mumford (2004)

RQ: Is creativity training

A

Effective?

112
Q

Scott, Leritz + Mumford (2004)

Method: _____ of creativity training interventions

A

Meta-anlysis

113
Q

Scott, Leritz + Mumford (2004)
Meta-analysis of creativity training

Findings (2)

A
  1. Generally effective for both children/adults

2. Effectiveness varied depending on focus of training and participating groups

114
Q

Meta-analysis of creativity training

Found that ___thinking and ______ was most effective FOCUS OF TRAINING

A

Divergent thinking

Problem solving

115
Q

Meta-analysis of creativity training

Conclusion

Creativity programmes that emphasise _____ or ______ approaches are more effective than __________

A

Cognitive
Heuristic
Abstract

116
Q

Defeyer & German (2003)

Showed that functional fixedness can be a barrier to problem-solving because it can

A

Block alternative ideas

117
Q

Comparative psychology is the study of

A

Behaviour/cognition in human AND non-human animals

118
Q

Hanus, Mendes, Tennie + Call (2011)

How do children compare to other species of ______ in ______

A

Great ape

Problem solving

119
Q

Hanus, Mendes, Tennie + Call (2011)
Children vs Apes

Method: all completed variations of

A

Floating Peanut Task

120
Q

Hanus, Mendes, Tennie + Call (2011)
Children vs Apes

Who performed better in general?

A

Older children

121
Q

Hanus, Mendes, Tennie + Call (2011)
Children vs Apes

Chimps/orang-utans VS 4 year olds

A

Apes performed better

122
Q

Hanus, Mendes, Tennie + Call (2011)
Children vs Apes

Chimps/orang-utansvs 6-8 year olds

A

Apes performed worse

123
Q

Hanus, Mendes, Tennie + Call (2011)
Children vs Apes

Conclusion (Apes)

A

Biological basis for tool-use

BUT becomes more sophisticated with development

124
Q

Why does comparative psychology matter? (2)

A
  1. Tells us which cog. skills are heritable

2. Tells us which skills are uniquely human

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